Effects of a science center outreach lab on school students' achievement - Are student lab visits needed when they teach what students can learn at school?

Autor/inn/en	Itzek-Greulich, Heike; Flunger, Barbara; Vollmer, Christian; Nagengast, Benjamin; Rehm, Markus; Trautwein, Ulrich
Titel	Effects of a science center outreach lab on school students' achievement - Are student lab visits needed when they teach what students can learn at school? Gefälligkeitsübersetzung: Effekte eines Besuchslabors auf die Leistungen von Schülern - Sind Laborbesuche von Schülern nötig, wenn sie vermitteln was Schüler auch in der Schule lernen könnten?
Quelle	In: Learning and instruction, (2015) 38, S. 43-52Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2015.03.003
Schlagwörter	Labor; Sekundarbereich; Schüler; Schülerin; Lernen; Lehrmethode; Außerunterrichtliche Aktivität; Naturwissenschaftlicher Unterricht; Leistung; Ziel
Abstract	Examined the success of extracurricular lab work in science center outreach labs (SCOL) as a means of enhancing achievement scores in science education in the STEM subjects. The authors tested the assumption that adding labs in different learning environments improves performance over school curriculum learning alone. Ninth-grade classes were assigned to three experimental conditions for instruction on a specific chemistry topic (starch): school only, SCOL only, or SCOL and school. In the control condition, students received chemistry instruction according to the curriculum and unrelated to the study topic. Results examined carbohydrate-specific knowledge, chemical analysis, chemical terms, experimental-specific knowledge, and declarative knowledge. Greater achievement could be confirmed in all three experimental conditions compared to the control condition. However, achievement scores were not significantly different between the three experimental conditions. The school-only group achieved the highest means in carbohydrate-specific knowledge, chemical analysis, chemical terms, and declarative knowledge, while the SCOL-only condition had the highest mean for experimental-specific knowledge. The control condition achieved higher means than the experimental conditions in chemical analysis. In conclusion, no significant difference in student achievement could be confirmed between experimental conditions. The school-only group was consistently among the best experimental conditions but scores were not significantly higher than in the SCOL and school condition. Possible reasons for these results were discussed, including a misalignment between the type of skills assessed and the type of skills learned, particularly in the SCOL environment. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3